Choral reading is reading aloud in unison with a whole class or group of students. After hearing the teacher read and discuss a selection, students reread the text together. Choral reading helps build students' fluency, self-confidence, vocabulary knowledge, motivation, and enjoyment of literature. Reading and rereading shared texts may have the additional benefit of building a sense of community in the classroom.
How Choral Reading Can Foster Fluency in Struggling Readers
Choral reading provides support for students who may ordinarily feel self-conscious or nervous about reading aloud in class. Reading along with more fluent readers enables less proficient readers to be successful with a shared text. Choral reading may provide the support necessary to encourage struggling readers to take risks and build their confidence. When students participate in choral reading on a regular and repeated basis, students will internalize the fluent reading of the text being read and begin to transfer their developing fluency to other texts.
Choosing Texts for Choral Reading
Almost any text can be read chorally. Shorter texts with rhythm and distinct parts often work best. Using community texts can help build school spirit, classroom community, or civic consciousness.
Poetry
Poems by Newbery Medal Winner Paul Fleischman, such as
Joyful Noises: Poems for Two Voices (HarperTrophy, 1992)
Big Talk: Poems for Four Voices (Candlewick, 2000)
Iam Phoenix: Poems for Two Voices (HarperTrophy, 1989)
During Choral Speaking or Reading
Students may divide their groups into "lighter and darker" voices (considering tone quality) or "high and low" voices (considering pitch), or they may decide to mix the groups. After choosing one of the types of choral speaking and practising it, students should deliver it with enthusiasm and enjoyment.
As students continue to experiment with different elements of oral interpretation in their groups, the teacher should circulate among groups to monitor progress and provide encouragement. Student groups may share their interpretation with the whole class or with one other group. Positive comments should be offered by peers.
Types of Choral Reading 1. Echo reading: The leader reads each line, the group then repeats the line just read. 2. Leader and chorus reading: The leader reads the main part of the poem, and the group reads the refrain or chorus in unison. 3. Small group reading: The class divides into two or more groups and each group reads one part of the poem. 4. Cumulative reading: One student or group reads the first line or stanza and then another student/group joins in as each line is read.
After Choral Speaking or Reading
Teachers should record notes and observations about student oral language development. Observations should be made regarding students' involvement in choral speech, willingness to consider and offer suggestions, efforts to discuss and interpret the selections, and ability to use correct terminology (e.g., pitch, volume).
Teachers may wish to start a video recording library of student choral speaking selections and performances that can be used during assessment, or serve as models for other students. As well, teachers may encourage students who would like to present their work at assemblies or concerts. Invite students to collect and share favourite materials for future choral speech. Be sure that there is an opportunity to include selections that correspond to unit themes currently being explored or that are personally meaningful to the students. Encourage students to experiment further with the dramatic elements in choral speech (e.g., light/dark, sound/silence, movement/stillness) in order to create mood and atmosphere in their oral interpretations.
Choral Reading
Choral reading is reading aloud in unison with a whole class or group of students. After hearing the teacher read and discuss a selection, students reread the text together. Choral reading helps build students' fluency, self-confidence, vocabulary knowledge, motivation, and enjoyment of literature. Reading and rereading shared texts may have the additional benefit of building a sense of community in the classroom.How Choral Reading Can Foster Fluency in Struggling Readers
Choral reading provides support for students who may ordinarily feel self-conscious or nervous about reading aloud in class. Reading along with more fluent readers enables less proficient readers to be successful with a shared text. Choral reading may provide the support necessary to encourage struggling readers to take risks and build their confidence. When students participate in choral reading on a regular and repeated basis, students will internalize the fluent reading of the text being read and begin to transfer their developing fluency to other texts.Choosing Texts for Choral Reading
Almost any text can be read chorally. Shorter texts with rhythm and distinct parts often work best. Using community texts can help build school spirit, classroom community, or civic consciousness.Poetry
Books with rhyme, rhythm, and repeated phrases
Songs
Texts with community value
During Choral Speaking or Reading
Students may divide their groups into "lighter and darker" voices (considering tone quality) or "high and low" voices (considering pitch), or they may decide to mix the groups. After choosing one of the types of choral speaking and practising it, students should deliver it with enthusiasm and enjoyment.
As students continue to experiment with different elements of oral interpretation in their groups, the teacher should circulate among groups to monitor progress and provide encouragement. Student groups may share their interpretation with the whole class or with one other group. Positive comments should be offered by peers.
Types of Choral Reading
1. Echo reading: The leader reads each line, the group then repeats the line just read.
2. Leader and chorus reading: The leader reads the main part of the poem, and the group reads the refrain or chorus in unison.
3. Small group reading: The class divides into two or more groups and each group reads one part of the poem.
4. Cumulative reading: One student or group reads the first line or stanza and then another student/group joins in as each line is read.
After Choral Speaking or Reading
Teachers should record notes and observations about student oral language development. Observations should be made regarding students' involvement in choral speech, willingness to consider and offer suggestions, efforts to discuss and interpret the selections, and ability to use correct terminology (e.g., pitch, volume).
Teachers may wish to start a video recording library of student choral speaking selections and performances that can be used during assessment, or serve as models for other students. As well, teachers may encourage students who would like to present their work at assemblies or concerts. Invite students to collect and share favourite materials for future choral speech. Be sure that there is an opportunity to include selections that correspond to unit themes currently being explored or that are personally meaningful to the students. Encourage students to experiment further with the dramatic elements in choral speech (e.g., light/dark, sound/silence, movement/stillness) in order to create mood and atmosphere in their oral interpretations.
Resources and Links
Websites
Choral Reading Method -- Includes suggestions for selecting text for choral reading, as well as some strategies for using this with your class.http://www.d21.k12.il.us/dept_instr/langarts/parentinfo/choral_rdg.html
Choral Poetry - Writing choral poetry lesson plan. Includes samples of choral poetry
http://www.readinga-z.com/poetry/lesson_plans/choral_poetry/choralpoetry_print.html
Using Poetry to Teach Reading -- Includes teaching and management tips, plus a nice collection of poetry-related links.
http://teachersmentor.com/readingk3/using_poetry.html
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